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Chapter 2 - Cognitive and Language DevelopmentStudent: ___________________________________________________________________________
1. The implication of the principle that all children do not develop at the same rate is
A. curriculum must be specific to the culture.B. be sure to include group projects in the classroom.C. you can’t judge an individual’s performance solely on their ageD. give opportunities for both assimilation and accommodation.
2. A student’s performance in class is determined by a multitude of factors. This is best described in theprinciple that
A. development is the result of both heredity and environment.B. knowledge exists only in social interactions.C. development is orderly.D. development is continuous.
3. A stimulating environment may help the process of _____ which involves removing poorly connectedneurons.
A. assimilationB. pruningC. accommodationD. lateralization
4. The _____ governs your ability to use language; the _____ governs spatial relations.
A. synapse; dendritesB. right hemisphere; cerebral cortexC. left hemisphere; right hemisphereD. axons; cerebral cortex
5. Mrs. Norman, a 7th grade science teacher, wants to use the current research on brain and learning to helpher students. Which of the following is not a principle of brain-based learning?
A. Attention and perception are both involved in learning.B. The brain perceives wholes first and then parts last.C. Every brain is uniquely organized.D. The brain is a social brain.
6. According to Piaget, the basic unit necessary for mental organization and mental functioning is calledthe
A. neuron.B. zone of proximal development.C. dendrite.D. schema.
1
7. A five year old was describing how he was “getting smarter and smarter” by attending school. From aPiagetian perspective, this five year old is experiencing
A. advancement in his zone of proximal development.B. an increase in the size of his zone of proximal development.C. an increase in the number and complexity of schemas.D. an increase in his zone of proximal development.
8. As a student is interacting with her environment, she is learning and developing schemata. Piagettermed this
A. adaptation.B. operations.C. metalinguistic awareness.D. accommodation.
9. When a child encounters something new and reacts to it by relying on an existing schema, _____occurs.
A. accommodationB. assimilationC. syntaxD. taxonomic constraint
10. “I just can’t deal with this new concept. I’m going to have to change how I think about it.” This bestillustrates
A. accommodation.B. assimilation.C. scaffolding.D. seriation.
11. What is the advantage of assimilation and accommodation?
A. Both processes advance the zone of proximal development.B. They minimize internalization of speech.C. They help us to grow and adapt to our environment.D. They maximize the effects of scaffolding on schema production.
12. Play is to assimilation as imitation is to _____.
A. accommodationB. adaptationC. conservationD. inversion
13. A fourth grader is fascinated with how plants perform photosynthesis and wishes to learn more. What isthe motivation underlying this student’s wishes according to Piaget?
A. the innate need to advance his zone of proximal developmentB. the need to conserveC. a desire to return to equilibrium.D. transitivity
2
14. To Piaget, which person has the most intelligence?
A. Stephanie has an IQ of 120.B. Sarah can deal with ever-changing circumstances at work.C. Bonnie, a 10-year-old, can recite batting statistics of his favorite baseball team.D. Rachael’s GPA is a perfect 4.00.
15. Michelle is holding her newborn and wonders what Piaget would predict for the child in terms ofcognitive development in the first two years?
A. The child’s understanding of object and causality will developed.B. The child will advance to holophrases.C. She can expect that the child will enter informal operations.D. The child will develop inner speech.
16. You used to be able to take a toy away from 2-year-old Alyssa without her reacting. But now, she reactsquite strongly and cries. She has developed
A. object permanence .B. adaptation.C. pragmatics.D. egocentrism.
17. Which of the following is not a characteristic of preoperational thinking?
A. egocentrismB. centrationC. nontransfomational reasoningD. reversibility
18. A kindergarten teacher is looking at her new class and wonders what Piaget would predict for theircognitive development this year? What would Piaget predict?
A. a growing ability to think in symbols and signsB. being able to coordinate sensory and physical experiencesC. an ability to conserveD. growing understanding of phonology
19. One cupcake is left from a birthday party in Mrs. Viau’s first grade class, and two boys want it. Mrs.Viau decides to cut it in half. One of the boys, Derrick, says that he wants the biggest half. This bestillustrates the preoperational characteristics known as
A. parallel talk.B. reciprocal implication.C. conservation.D. object permanence.
20. Mr. Clausen is reviewing the past year he had with his sixth grade class. He thinks that Piaget was rightsince he saw growth in the area that Piaget would predict for children in concrete operational stage.What was this area?
A. hypothetical-deductive thinkingB. logical operationsC. exclusionD. formal operations
3
21. From a Piagetian perspective, what is the main limitation of the thinking of a child in the concreteoperational stage?
A. It can only be applied to real, observable objects in the present.B. The thinking can only be applied to one dimension of an object.C. Concrete operations can only be performed when scaffolding is available.D. It can only be applied to simple relationships.
22. Elle brought her Family Tree to school for her sixth grade project. She described how one person couldbe a son, brother, uncle, and father. To understand how one person could have several differentrelationships to different people, Elle’s classmates must understand the principle of
A. conservation.B. object permanence.C. class inclusion.D. exclusion.
23. A high school student in formal operations, according to Piaget, differs from a middle school student interms of the ability to
A. classify objects.B. appropriately use pragmatics.C. socially construct meaning of experiences and words.D. solve complex hypothetical problems.
24. In a history class, the teacher asks his students to consider the implications had Nazi Germany wonWWII. What stage of cognitive development does this statement require?
A. sensorimotor.B. concrete operations.C. formal operations.D. post-formal operations.
25. You are observing a classroom where the teacher claims her instruction was heavily influenced byPiaget. Which of the following would not expect to see?
A. lectureB. hands-on workC. group workD. discovery learning
26. You are writing a paper on Piaget’s influence on educational instruction. What would be the mostappropriate title of your paper?
A. The Critical Role of Curriculum on PracticeB. Piaget: Constructing Knowledge Through ExperienceC. Piaget: The Dos and Don’ts of LecturingD. Piaget: Transmitting Understanding to Your Students
27. Mrs. Smithson wants to teach her third grade students about measurement. Based on Piaget, what wouldbe the best strategy?
A. drill and practiceB. direct instructionC. lecturerD. active exploration
4
28. The abilities of _____ and _____ appear earlier than Piaget proposed.
A. object permanence; conservationB. pragmatics; metalinguistic awarenessC. semantic bootstrapping; conservationD. internalization; conservation
29. In his theory of cognitive development, Piaget has been criticized for ignoring the contribution of
A. peers.B. media.C. culture.D. heredity.
30. Vygotsky emphasized the importance of _____ in creating meaning and knowledge.
A. conservationB. active learningC. maturationD. social interaction
31. As Mrs. Moen contemplates tomorrow’s meeting of her 11th graders, she remembers the importance ofsocial interaction in learning and creates an activity that involves group work. Which theorist places themost emphasis on social interaction in learning?
A. CaseB. VygotskyC. PiagetD. Chomsky
32. In internalization according to Vygotsky, speech starts off as _____ transformed into _____ andultimately into _____.
A. accommodation; assimilation; adaptationB. whole-object; taxonomic constraint; mutual-exclusivity contrastC. egocentric; social speech; whole-objectD. social speech; private speech; inner speech
33. “I can’t seem to do these physics problems by myself, but when my older brother helps me, I understandthem.” The help that this student receives is what Vygotsky would term
A. adaptation.B. circular reaction.C. scaffolding.D. equilibration.
34. Vygotsky believed that _____ could be used to regulate behavior and solve problems.
A. accommodationB. lateralizationC. languageD. schemata
35. Language, maps, clocks, and calendars are what Vygotsky considered to be
A. cultural tools.B. centration.C. conservation of number.D. cognitive tools.
5
36. Consider this student: She can do basic arithmetic by herself but only when she is helped can she dofractions. Vygotsky would say that her ability to solve fractions with assistance represents
A. her zone of proximal development.B. actual development.C. scaffolding.D. pragmatics.
37. Which of the following best illustrates how learning is accomplished according to Vygotsky?
A. Learning is accomplished through the process of adaptation, assimilation, and accommodation.B. Learning happens because the brain undergoes extensive pruning of neurons that are poorly
connected.C. Already existing schemas become modified because of the discomfort caused by being out of
equilibrium.D. Through social collaboration, a student performs a task in the zone of proximal development with the
scaffolding of a competent peer or older individual.
38. From Vygotsky’s point of view, the zone of proximal development over time should
A. remain the same, but become more effective at processing information.B. advance upward so that a new zone of proximal development is created.C. change through the process of accommodation.D. change through the process of assimilation.
39. What happens to scaffolding once the zone of proximal development advances to the next level?
A. The scaffolding is removed.B. The scaffolding remains present.C. It depends if the zone was modified by either accommodation or assimilation.D. The scaffolding becomes internalized.
40. Throughout the school year, Ms. Derusha has applied several ideas from Vygotsky. Which of thefollowing would you expect not to see in Ms. Derusha’s classroom?
A. Students are given challenging tasks.B. She uses real-life tasks and projects.C. Mrs. Derusha will use competitive-based assignments.D. Her style is related to her students’ cultural background.
41. How are words pronounced? The answer is in
A. pragmatics.B. equilibration.C. egocentrism.D. phonology.
42. Age appropriate development of pronunciation is important since it predicts
A. literacy.B. intelligence.C. peer relationships.D. grades in elementary school.
6
43. Little three-year-old Miranda is learning about the nature of language and expressions. She isdeveloping
A. a high zone of proximal development.B. phonology.C. metalinguistic awareness.D. syntax.
44. If you track the development of a child’s vocabulary over time, you would see spikes
A. between the ages of 18 and 24 months.B. first 6 months.C. between the ages of 6 and 12 months.D. between the ages of 30 and 36 months.
45. A child is starting to use the ed rule incorrectly when she says “eated” or “goed.” Should the parents beconcerned?
A. Yes – it clearly shows a regression in understanding.B. No – it represents the understanding of phonology.C. Yes – it clearly shows a problem with syntax.D. No – it represents the understanding of grammar.
46. A little girl has not yet developed an adequate understanding of pragmatics and as a result
A. has problems pronouncing sh and th.B. has not progressed beyond holophrases.C. keeps interrupting her teacher.D. gets confused with the meaning of idioms.
47. Research on the relationship between language and thinking has shown that
A. language and thought influence each other.B. language shapes thought.C. thought shapes language.D. there is no relationship between the two.
48. Chomsky explained language development by arguing for the role of _____that enables children to learnlanguage.
A. active experienceB. a language organC. reinforcementD. motivation
49. When Mr. Moss is solving a math problem on the board he makes sure that he talks out loud sharing theperception, ideas, and decisions necessary to solve the problem. What technique is he using?
A. parallel talkB. expansionC. self-talkD. pragmatics
7
50. As a teacher you want to help your students develop language abilities. An example of your approach isto talk out loud about what a child is doing as she solves a math problem on the board. What techniqueare you using?
A. expansionB. parallel talkC. conservationD. pragmatics
51. The new principal at the middle school is a strong advocate of instruction based on the ideas of Piaget.When the teachers ask him for ideas on testing, he says
A. teachers should teach to the test.B. to use the state-mandated assessment.C. it’s best to use the nationally normed test.D. testing should be based on observation.
52. Match each statement to the item listed below.
1. axons process is continuous and relatively orderly ____2. social construction basic unit for mental organization and
functioning____
3. developmentprinciple
mentally arranging objects along somedimension
____
4. self-talk understanding of relationship between doingsomething and the results of that action
____
5. schema sum of all an individual’s schemata ____6. seriation emphasis of Vygotsky’s theory ____7. babbling production of syllables ____8. intelligence part of the neuron that transmits signals to
other neurons____
9. operations private speech ____10. concretecorrespondence
systems or coordinated sets of action ____
53. Match each statement to the item listed below.
1. assimilation incorporate new information into existingschema
____
2. inversion activity in which infant tries to reproduceinteresting events
____
3. lateralization focus on only one aspect of a stimulus at atime
____
4. scaffolding assistance that helps child to proceedthrough zone of proximal development
____
5. centration thinking about nature of language ____6. concrete operations a form of reversibility ____7. pragmatics stage of cognitive development according to
Piaget____
8. accommodation specialization of the two hemispheres ____9. metalinguisticawareness
social conventions of language ____
10. circular reaction modifying an existing schema ____
54. Pruning of neurons will lead to mental retardation.
True False
8
55. There is strong evidence that brain-based approaches to instruction are effective in helping studentslearn.
True False
56. As we grow, our operations become more organized and well-defined.
True False
57. Egocentrism refers to problems taking another’s point of view.
True False
58. Piaget underestimated the ability of children with regard to object permanence.
True False
59. The zone of proximal development refers to tasks that the student can do independent of assistance.
True False
60. Semantic bootstrapping refers to understanding the rules of etiquette in conversations.
True False
61. Thought and language influence each other.
True False
62. Language is special because of our innate ability to learn grammar.
True False
63. When using expansion, a teacher will comment about what she is doing the same time she is doing it.
True False
64. Select one of the general principles of cognitive development. Describe how that principle influences ateacher’s interactions with her students.
9
65. What is brain-based learning and how could it change that way teachers teach?
66. How do we learn according to Piaget? Be sure you include the terms schema, assimilation,accommodation, equilibration, and adaptation.
67. If Piaget was asked what would improve education in America in the 21st century, he might say toincrease active experience and social interaction. Why?
68. Illustrate how curriculum in math is shaped by cognitive development in preoperational and concreteoperational stages as described by Piaget.
10
69. Contrast how a student in concrete operations and another student in formal operations would attempt tosolve a problem with a computer printer that does not print.
70. What did Piaget get right and what did he get wrong?
71. Explain why Vygotsky might have said that we don’t learn much when we do tasks by ourselves.
72. Describe what a teacher can do in her classroom to facilitate language development in students.
11
73. Describe why language is special.
12
Chapter 2 - Cognitive and Language Development Key
1. The implication of the principle that all children do not develop at the same rate is
A. curriculum must be specific to the culture.B. be sure to include group projects in the classroom.C. you can’t judge an individual’s performance solely on their ageD. give opportunities for both assimilation and accommodation.
2. A student’s performance in class is determined by a multitude of factors. This is best described in theprinciple that
A. development is the result of both heredity and environment.B. knowledge exists only in social interactions.C. development is orderly.D. development is continuous.
3. A stimulating environment may help the process of _____ which involves removing poorlyconnected neurons.
A. assimilationB. pruningC. accommodationD. lateralization
4. The _____ governs your ability to use language; the _____ governs spatial relations.
A. synapse; dendritesB. right hemisphere; cerebral cortexC. left hemisphere; right hemisphereD. axons; cerebral cortex
5. Mrs. Norman, a 7th grade science teacher, wants to use the current research on brain and learning tohelp her students. Which of the following is not a principle of brain-based learning?
A. Attention and perception are both involved in learning.B. The brain perceives wholes first and then parts last.C. Every brain is uniquely organized.D. The brain is a social brain.
6. According to Piaget, the basic unit necessary for mental organization and mental functioning is calledthe
A. neuron.B. zone of proximal development.C. dendrite.D. schema.
1
7. A five year old was describing how he was “getting smarter and smarter” by attending school. Froma Piagetian perspective, this five year old is experiencing
A. advancement in his zone of proximal development.B. an increase in the size of his zone of proximal development.C. an increase in the number and complexity of schemas.D. an increase in his zone of proximal development.
8. As a student is interacting with her environment, she is learning and developing schemata. Piagettermed this
A. adaptation.B. operations.C. metalinguistic awareness.D. accommodation.
9. When a child encounters something new and reacts to it by relying on an existing schema, _____occurs.
A. accommodationB. assimilationC. syntaxD. taxonomic constraint
10. “I just can’t deal with this new concept. I’m going to have to change how I think about it.” This bestillustrates
A. accommodation.B. assimilation.C. scaffolding.D. seriation.
11. What is the advantage of assimilation and accommodation?
A. Both processes advance the zone of proximal development.B. They minimize internalization of speech.C. They help us to grow and adapt to our environment.D. They maximize the effects of scaffolding on schema production.
12. Play is to assimilation as imitation is to _____.
A. accommodationB. adaptationC. conservationD. inversion
13. A fourth grader is fascinated with how plants perform photosynthesis and wishes to learn more.What is the motivation underlying this student’s wishes according to Piaget?
A. the innate need to advance his zone of proximal developmentB. the need to conserveC. a desire to return to equilibrium.D. transitivity
2
14. To Piaget, which person has the most intelligence?
A. Stephanie has an IQ of 120.B. Sarah can deal with ever-changing circumstances at work.C. Bonnie, a 10-year-old, can recite batting statistics of his favorite baseball team.D. Rachael’s GPA is a perfect 4.00.
15. Michelle is holding her newborn and wonders what Piaget would predict for the child in terms ofcognitive development in the first two years?
A. The child’s understanding of object and causality will developed.B. The child will advance to holophrases.C. She can expect that the child will enter informal operations.D. The child will develop inner speech.
16. You used to be able to take a toy away from 2-year-old Alyssa without her reacting. But now, shereacts quite strongly and cries. She has developed
A. object permanence .B. adaptation.C. pragmatics.D. egocentrism.
17. Which of the following is not a characteristic of preoperational thinking?
A. egocentrismB. centrationC. nontransfomational reasoningD. reversibility
18. A kindergarten teacher is looking at her new class and wonders what Piaget would predict for theircognitive development this year? What would Piaget predict?
A. a growing ability to think in symbols and signsB. being able to coordinate sensory and physical experiencesC. an ability to conserveD. growing understanding of phonology
19. One cupcake is left from a birthday party in Mrs. Viau’s first grade class, and two boys want it. Mrs.Viau decides to cut it in half. One of the boys, Derrick, says that he wants the biggest half. This bestillustrates the preoperational characteristics known as
A. parallel talk.B. reciprocal implication.C. conservation.D. object permanence.
20. Mr. Clausen is reviewing the past year he had with his sixth grade class. He thinks that Piaget wasright since he saw growth in the area that Piaget would predict for children in concrete operationalstage. What was this area?
A. hypothetical-deductive thinkingB. logical operationsC. exclusionD. formal operations
3
21. From a Piagetian perspective, what is the main limitation of the thinking of a child in the concreteoperational stage?
A. It can only be applied to real, observable objects in the present.B. The thinking can only be applied to one dimension of an object.C. Concrete operations can only be performed when scaffolding is available.D. It can only be applied to simple relationships.
22. Elle brought her Family Tree to school for her sixth grade project. She described how one personcould be a son, brother, uncle, and father. To understand how one person could have severaldifferent relationships to different people, Elle’s classmates must understand the principle of
A. conservation.B. object permanence.C. class inclusion.D. exclusion.
23. A high school student in formal operations, according to Piaget, differs from a middle school studentin terms of the ability to
A. classify objects.B. appropriately use pragmatics.C. socially construct meaning of experiences and words.D. solve complex hypothetical problems.
24. In a history class, the teacher asks his students to consider the implications had Nazi Germany wonWWII. What stage of cognitive development does this statement require?
A. sensorimotor.B. concrete operations.C. formal operations.D. post-formal operations.
25. You are observing a classroom where the teacher claims her instruction was heavily influenced byPiaget. Which of the following would not expect to see?
A. lectureB. hands-on workC. group workD. discovery learning
26. You are writing a paper on Piaget’s influence on educational instruction. What would be the mostappropriate title of your paper?
A. The Critical Role of Curriculum on PracticeB. Piaget: Constructing Knowledge Through ExperienceC. Piaget: The Dos and Don’ts of LecturingD. Piaget: Transmitting Understanding to Your Students
27. Mrs. Smithson wants to teach her third grade students about measurement. Based on Piaget, whatwould be the best strategy?
A. drill and practiceB. direct instructionC. lecturerD. active exploration
4
28. The abilities of _____ and _____ appear earlier than Piaget proposed.
A. object permanence; conservationB. pragmatics; metalinguistic awarenessC. semantic bootstrapping; conservationD. internalization; conservation
29. In his theory of cognitive development, Piaget has been criticized for ignoring the contribution of
A. peers.B. media.C. culture.D. heredity.
30. Vygotsky emphasized the importance of _____ in creating meaning and knowledge.
A. conservationB. active learningC. maturationD. social interaction
31. As Mrs. Moen contemplates tomorrow’s meeting of her 11th graders, she remembers the importanceof social interaction in learning and creates an activity that involves group work. Which theoristplaces the most emphasis on social interaction in learning?
A. CaseB. VygotskyC. PiagetD. Chomsky
32. In internalization according to Vygotsky, speech starts off as _____ transformed into _____ andultimately into _____.
A. accommodation; assimilation; adaptationB. whole-object; taxonomic constraint; mutual-exclusivity contrastC. egocentric; social speech; whole-objectD. social speech; private speech; inner speech
33. “I can’t seem to do these physics problems by myself, but when my older brother helps me, Iunderstand them.” The help that this student receives is what Vygotsky would term
A. adaptation.B. circular reaction.C. scaffolding.D. equilibration.
34. Vygotsky believed that _____ could be used to regulate behavior and solve problems.
A. accommodationB. lateralizationC. languageD. schemata
35. Language, maps, clocks, and calendars are what Vygotsky considered to be
A. cultural tools.B. centration.C. conservation of number.D. cognitive tools.
5
36. Consider this student: She can do basic arithmetic by herself but only when she is helped can she dofractions. Vygotsky would say that her ability to solve fractions with assistance represents
A. her zone of proximal development.B. actual development.C. scaffolding.D. pragmatics.
37. Which of the following best illustrates how learning is accomplished according to Vygotsky?
A. Learning is accomplished through the process of adaptation, assimilation, and accommodation.B. Learning happens because the brain undergoes extensive pruning of neurons that are poorly
connected.C. Already existing schemas become modified because of the discomfort caused by being out of
equilibrium.D. Through social collaboration, a student performs a task in the zone of proximal development with
the scaffolding of a competent peer or older individual.
38. From Vygotsky’s point of view, the zone of proximal development over time should
A. remain the same, but become more effective at processing information.B. advance upward so that a new zone of proximal development is created.C. change through the process of accommodation.D. change through the process of assimilation.
39. What happens to scaffolding once the zone of proximal development advances to the next level?
A. The scaffolding is removed.B. The scaffolding remains present.C. It depends if the zone was modified by either accommodation or assimilation.D. The scaffolding becomes internalized.
40. Throughout the school year, Ms. Derusha has applied several ideas from Vygotsky. Which of thefollowing would you expect not to see in Ms. Derusha’s classroom?
A. Students are given challenging tasks.B. She uses real-life tasks and projects.C. Mrs. Derusha will use competitive-based assignments.D. Her style is related to her students’ cultural background.
41. How are words pronounced? The answer is in
A. pragmatics.B. equilibration.C. egocentrism.D. phonology.
42. Age appropriate development of pronunciation is important since it predicts
A. literacy.B. intelligence.C. peer relationships.D. grades in elementary school.
6
43. Little three-year-old Miranda is learning about the nature of language and expressions. She isdeveloping
A. a high zone of proximal development.B. phonology.C. metalinguistic awareness.D. syntax.
44. If you track the development of a child’s vocabulary over time, you would see spikes
A. between the ages of 18 and 24 months.B. first 6 months.C. between the ages of 6 and 12 months.D. between the ages of 30 and 36 months.
45. A child is starting to use the ed rule incorrectly when she says “eated” or “goed.” Should the parentsbe concerned?
A. Yes – it clearly shows a regression in understanding.B. No – it represents the understanding of phonology.C. Yes – it clearly shows a problem with syntax.D. No – it represents the understanding of grammar.
46. A little girl has not yet developed an adequate understanding of pragmatics and as a result
A. has problems pronouncing sh and th.B. has not progressed beyond holophrases.C. keeps interrupting her teacher.D. gets confused with the meaning of idioms.
47. Research on the relationship between language and thinking has shown that
A. language and thought influence each other.B. language shapes thought.C. thought shapes language.D. there is no relationship between the two.
48. Chomsky explained language development by arguing for the role of _____that enables children tolearn language.
A. active experienceB. a language organC. reinforcementD. motivation
49. When Mr. Moss is solving a math problem on the board he makes sure that he talks out loud sharingthe perception, ideas, and decisions necessary to solve the problem. What technique is he using?
A. parallel talkB. expansionC. self-talkD. pragmatics
7
50. As a teacher you want to help your students develop language abilities. An example of yourapproach is to talk out loud about what a child is doing as she solves a math problem on the board.What technique are you using?
A. expansionB. parallel talkC. conservationD. pragmatics
51. The new principal at the middle school is a strong advocate of instruction based on the ideas ofPiaget. When the teachers ask him for ideas on testing, he says
A. teachers should teach to the test.B. to use the state-mandated assessment.C. it’s best to use the nationally normed test.D. testing should be based on observation.
52. Match each statement to the item listed below.
1. axons process is continuous and relatively orderly 32. social construction basic unit for mental organization and
functioning5
3. developmentprinciple
mentally arranging objects along somedimension
6
4. self-talk understanding of relationship between doingsomething and the results of that action
10
5. schema sum of all an individual’s schemata 86. seriation emphasis of Vygotsky’s theory 27. babbling production of syllables 78. intelligence part of the neuron that transmits signals to
other neurons1
9. operations private speech 410. concretecorrespondence
systems or coordinated sets of action 9
53. Match each statement to the item listed below.
1. assimilation incorporate new information into existingschema
1
2. inversion activity in which infant tries to reproduceinteresting events
10
3. lateralization focus on only one aspect of a stimulus at atime
5
4. scaffolding assistance that helps child to proceedthrough zone of proximal development
4
5. centration thinking about nature of language 96. concrete operations a form of reversibility 27. pragmatics stage of cognitive development according to
Piaget6
8. accommodation specialization of the two hemispheres 39. metalinguisticawareness
social conventions of language 7
10. circular reaction modifying an existing schema 8
54. Pruning of neurons will lead to mental retardation.
FALSE
8
55. There is strong evidence that brain-based approaches to instruction are effective in helping studentslearn.
FALSE
56. As we grow, our operations become more organized and well-defined.
TRUE
57. Egocentrism refers to problems taking another’s point of view.
TRUE
58. Piaget underestimated the ability of children with regard to object permanence.
TRUE
59. The zone of proximal development refers to tasks that the student can do independent of assistance.
FALSE
60. Semantic bootstrapping refers to understanding the rules of etiquette in conversations.
FALSE
61. Thought and language influence each other.
TRUE
62. Language is special because of our innate ability to learn grammar.
FALSE
63. When using expansion, a teacher will comment about what she is doing the same time she is doingit.
FALSE
64. Select one of the general principles of cognitive development. Describe how that principle influencesa teacher’s interactions with her students.
Not provided
65. What is brain-based learning and how could it change that way teachers teach?
Not provided
9
66. How do we learn according to Piaget? Be sure you include the terms schema, assimilation,accommodation, equilibration, and adaptation.
Not provided
67. If Piaget was asked what would improve education in America in the 21st century, he might say toincrease active experience and social interaction. Why?
Not provided
68. Illustrate how curriculum in math is shaped by cognitive development in preoperational and concreteoperational stages as described by Piaget.
Not provided
69. Contrast how a student in concrete operations and another student in formal operations would attemptto solve a problem with a computer printer that does not print.
Not provided
70. What did Piaget get right and what did he get wrong?
Not provided
71. Explain why Vygotsky might have said that we don’t learn much when we do tasks by ourselves.
Not provided
72. Describe what a teacher can do in her classroom to facilitate language development in students.
Not provided
73. Describe why language is special.
Not provided
10
11
